ABSTRACT

Research points to the potential benefit of information and communication technologies (ICTs) for people with learning disabilities. However, there has been limited exploration of the interconnected nature of people and social context when considering how people with learning disabilities use ICTs. The result has been an overemphasis on (and assumptions of) the skill limitations and individual capacity of people with learning disabilities and their use of ICTs. Using a transactional perspective based on the work of John Dewey, this study aimed to explore the interrelationship of people with learning disabilities, ICTs, and the social world. Using a post-qualitative and theory-driven approach, we employed a transactional perspective (namely the interrelated concepts of embodiment, habit, and growth) to analyse interview data from 10 adult participants with learning disabilities. Our analysis suggested that when people have access and opportunity to co-mingle with technology, the technology can become embodied (feel like a part of them). ICTs were found to become an extension of participants’ bodies, enhancing their literacy, learning, and connection with others. Introducing the concept of conjoint action, we explored how human and nonhuman bodies are enmeshed in the formation of what we typically think of as human habits. Participants developed more-than-human habits of ICT use that they drew from to coordinate with their everyday life, navigating everyday challenges. Yet, in restrictive social contexts (or those influenced by underlying assumptions of the vulnerability of people with learning disabilities), participants were less likely to embody ICTs in the rhythms of everyday life and experience benefits of ICT use. Our findings shed light on the entangled, transactional relationship of people and the social world, and present occupation as the conjoint action of human and nonhuman bodies.

摘要

研究指出了信息和通信技术 (ICT) 对有学习障碍的人的潜在好处。然而，在考虑有学习障碍的人如何使用 ICT 时，对人与社会环境相互关联的性质的探索有限。结果是过分强调（和假设）有学习障碍的人的技能限制和个人能力以及他们对 ICT 的使用。本研究使用基于约翰·杜威 (John Dewey) 著作的交易视角，旨在探索有学习障碍的人、ICT 和社会世界之间的相互关系。使用后定性和理论驱动的方法，我们采用了交易视角（即体现、习惯、和成长) 分析来自 10 名有学习障碍的成年参与者的访谈数据。我们的分析表明，当人们有机会接触技术时，技术就会变得具体化（感觉像是他们的一部分）。研究发现，信息通信技术成为参与者身体的延伸，提高了他们的识字能力、学习能力和与他人的联系。引入联合行动的概念，我们探索了人类和非人类身体如何参与我们通常认为的人类习惯的形成。参与者养成了超乎人类的 ICT 使用习惯，他们从中汲取灵感来协调日常生活，应对日常挑战。然而，在限制性的社会环境中（或那些受到学习障碍者脆弱性的潜在假设影响的环境），参与者不太可能将 ICT 融入日常生活的节奏中，也不太可能体验到 ICT 使用的好处。我们的研究结果阐明了人与社会世界之间纠缠不清的交易关系，并将休闲视为人类和非人类身体的联合行动。